"The
purpose of education and the schools is to change the thoughts, feelings
and actions of students."[1]

"As
the home and church decline in influence... schools must begin to provide
adequately for the emotional and moral development of children. ...The
school... must assume a direct responsibility for the attitudes and
values of child development. The child advocate, psychologist, social
technician, and medical technician should all reach aggressively into
the community, send workers out to children's homes...."[2]"Joint
Commission on Mental Health of Children"

"A
proposal for new social studies curriculum in Texas public schools removes
a mention of Christmas in a sixth-grade lesson, replacing it with a
Hindu religious festival...."[3]

"...the
breakdown of traditional families, far from being a 'crisis,' is actually
a. ... triumph for human rights against 'patriarchy.'”[4]UN
Population Fund leader

The
traditional Christian family has been a continual obstacle to the globalist
vision of solidarity.
And for over sixty years, the United Nations and its mental
health gurus have fought hard to eradicate those old "poisonous
certainties" that stood in their way. They seem to be gaining
ground!

Since
Hitler outlawed homeschooling about 70 years ago, German parents have
faced the harshest battles. Now other
nations are catching up. Notice the government attitudes in the
following examples:

"A
critical hearing is scheduled in Germany in that nation's war against
homeschoolers to determine whether a family can continue to control
the education of its high-performing son, 14.... 'One of the fundamental
rights of parents is the right to educate their children according to
the dictates of their own religious beliefs.'"[5]

That
"fundamental right" is fast being replaced by government-defined
"community" or "collective rights." The fact that
those homeschooled children have "extraordinary academic abilities"
and are "socially competent" doesn't matter. Today's rising
global system doesn't want "competent" Christian leaders!

"A
North Carolina judge has ordered three children to attend public schools
this fall because the homeschooling their mother has provided over the
last four years needs to be 'challenged.' The children, however, have
tested above their grade levels – by as much as two years....
The judge... explained his goal ...to make sure they have a 'more
well-rounded education.' ...the judge also said public school would
'prepare these kids for the real world and college' and allow them 'socialization.'"[6]

Such
socialization tactics "worked well" in the Soviet Union. Based
on the Marxist/Hegelian dialectic process, they include collective thinking,
manipulative peer pressure, denial of absolutes, shameless "tolerance"
for immorality, and irrational intolerance for contrary views.

The
results can be disastrous. Students trained to scorn God's guidelines
and conform to the
crowd are anything but free. Most are soon driven by evolving new
notions that undermine all truth and certainty. Loosed from moral constraints,
many are bound by their own lusts, obsessions, and (ultimately) despair.

A
MODEL SCHOOLS FOR FUTURE LEADERS

Bill
Clinton's "Governor's School" -- one of many across America
during the eighties -- demonstrates the tragic results. For six weeks
each summer, it isolated selected Arkansas high school students from
the outside world and immersed them in liberal ideology, sensual literature,
group dialogue, and mystical thrills -- both real and imagined.[7]

"Students
do me a favor," urged author Ellen Gilchrist, a guest speaker at
the school. "Totally ignore your parents. Listen to them, but then
forget them. Because you need to start using your own stuff, your real
stuff that you have."[8]

Her
aim was to free students from "obsolete" family values, not
promote personal independence. They must reject the old ways and become
"open-minded" -- ready to accept the unthinkable practices
that bombard their minds.

By
the time they left the Governor's School, their utopian dreams seemed
more real than the actual world. Like the planned results of Soviet
brainwashing, they had been weaned from truth, facts and reality. With
seared consciences, new ideals, and volatile emotions, they would now
face the old world they had left behind only six weeks earlier.

The
Marxist change agents behind this transformation are too numerous to
list, but behavioral psychologist Kurt
Lewin gives us a simple formula. Linked to infamous psychological
research institutes in London (Tavistock)
and Germany (Frankfurt
Institute), Lewin moved to America when Hitler began his reign.
His influence spread through MIT and other universities, then paved
the way for "sensitivity training" and the formation of National
Training Laboratories that would prepare transformational tactics
and textbooks for public schools.

Lewin
outlined his program with a 3-step formula:

1-
UNFREEZING minds 2- MOVING the students to the new level 3- FREEZING group minds on the new level.[9]

For
the students, the transition back to reality -- to home, family and
normal life -- was painful. For some it was lethal. "When I came
back home, I sort of wrote a suicide note to myself," confessed
LeAndrew Crawford. "Not actually wanting to kill myself, but wanting
to kill the reality of what society had been teaching me for so long....
I was totally down, because my family just didn't feel like my family....
I didn't want to be back."[7]

Brandon
Hawk did kill himself within a year. Hearing about his death, other
concerned parents contacted Brandon's parents.

"They
see the same thing in their kids that we saw in Brandon," the father
explained.... They just sort of walk off and leave the family."[7]

But
Brandon wasn't the only one who chose death rather than life. After
the third suicide, the Joint Interim Education Committee of the Arkansas
legislature held hearings that exposed some of the problems. Perhaps
the most revealing testimony came from Brandon's mother, who read from
her son's log. In his first entry, he wrote,

"'Moms
are the best people around, and my mom is the best mom on earth.' But
three weeks later, he wrote: 'My mom is so closed minded I feel like
we will have a standoff soon over issues.' And his final entry stated:
'After I came back from the [three-day, July 4] break, my friends and
I could tell that we had suddenly been transformed into free thinkers.'”[7]

Another
mother testified that, “My son came back from Governor’s
School and his favorite line was ‘There are no absolutes; there
are no absolutes.”[7]

It
didn't take long to change the students' minds and hearts, did it? Yet
few teachers or parents are aware of this subversive agenda.

Back
in 1982, Professor Benjamin Bloom, an internationally known behaviorist,
defined "good teaching" as "challenging the students'
fixed beliefs and getting them to discuss issues."[10]
He added,

"The
evidence collected thus far suggests that a single hour of classroom
activity under certain conditions may bring about a major reorganization
in cognitive as well as affective (attitudes, values and beliefs) behaviors."[11]

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The
most revealing evidence that this scheme really "works" comes
from those who participated in the Clinton's Governor's School. In light
of today's rapid changes, it makes sense to remember
their testimonies as recorded in the documentary video titled "The
Guiding Hand"[7]:

1.
ISOLATE STUDENTS FROM TRADITIONAL FAMILY VALUES

"For
the six weeks... they are not allowed to go home except for July the
Fourth. They are discouraged from calling home.... They can receive
mail but they are encouraged to have as little contact with the outside
world as possible." (Shelvie
Cole, Brandon's mother)

"I
felt that I needed not to talk about it. I don't know why. Maybe because
we were supposed to stay here and the fact that we couldn't leave....
No one... who had gone before would talk to me about it." (Kelli
Wood, former student)

The
supposed effectiveness of such mandatory separation may help explain
why (1) educational change agents want to put 3-year-olds in pre-school
programs and (2) why "Obama says American kids spend too little
time in school."[12]

2.
REINFORCE NEW LIBERAL, ANTI-CHRISTIAN VALUES

"We
watched movies like Harvey Milk. We learned about gay life -- those
things that your parents say, 'This is wrong... You shouldn't see this
type of thing because, hey, that's just not right...'" (LeAndrew
Crawford, former student)

"[The
instructors] tear down their authority figure system and... help establish
another one.... They convince the students that 'You are the elite.
The reason why you're not going to be understood when you go home...
is because you have been treated to thought that they can't handle.'
...[This] intellectual and cultural elitism gives them the right...
to say, 'We know better than you.'" (Mark Lowery, former director
for Governor's School publicity)

3.
EMPHASIZE FEELING-CENTERED (affective, not cognitive) TEACHING:

"Rather
than learning what 2 and 2 equals, they would be asked what they feel
about 2+2. Right now we have a move going on in our Arkansas schools
called restructuring, where they are trying to get away from more objective,
substantive learning into this subjective area of feelings." (Mark
Lowery)

"You
would think that there would be some academic challenges... getting
ready for college... The main textbook that I remember from there is
a book called Zen and the Art of Motorcycle Maintenance and the book
is totally Hindu religion defined." (Steve Roberts, former student)

4.
SHAPE A PERSONAL, ALL-INCLUSIVE SPIRITUALITY:

"A
lot of places. . . even Christian camps, you get that stress about 'What
am I doing wrong?' . . .There it was like, hey, I can talk to God! Me
and God are one, the world is one... Jump up and down, you know, just
twirl around."

"It
was kind of like that Baha'i idea. How you have Islam, Baha'i, Muslim,
Christianity... They're all different kinds of trees, but underneath,
its root system grows together [and] is the same god." (Steven
Allen, student)

5.
INSTILL THE TARGET BELIEFS -- A 'NEW' SOCIAL AND POLITICAL AGENDA:

The
next quote fits Bill Clinton's experience. He was selected as a potential
future leader -- a
Rhodes scholar -- worthy of the required indoctrination:

"I
think the whole intent of the Governor's School in taking 350 - 400
students per summer, is to pick out the four, five or six students that
could be political leaders and then to mold their minds in this more
liberal and humanistic thinking.... [T]o be considered intellectual...
you have to be a liberal thinker...." (Mark Lowery, former director)

"They're
bringing a political agenda in the guise of academic excellence....
It was something that was well orchestrated, well organized, it was
mind-bending and manipulative." (Steve Roberts)

"Prominent
themes promoted by this school include radical homosexuality, socialism,
pacifism and a consistent hostility toward Western civilization and
culture, especially [America's] Biblical foundations." (Jeoffrey
Botkin)

6.
BUILD ALLEGIANCE TO THE NEW COMMUNITY:

"You
could dress just about any way you want. We had almost naked people.
It was real liberal... an awful lot of cursing." (Mike Oonk, former
student)

"The
students... say, 'This is the perfect place. I never want to go home.'
I caught myself saying that several times." (Mike Oonk)[7]

Indoctrinating
students with diverse beliefs, socialist values, utopian dreams, and
idealized love leads to deception, disillusionment, corruption and chaos.
But that fits the battle plan for global transformation just fine. Today's
change agents need
chaos and crisis to justify their oppressive action. Not only does
it unravel the old social order, it gives an illusion of newfound freedom
-- from family values as well moral restrains.[13]

"It
would be impossible for me to describe to you just how exciting and
unusual this educational adventure is," said Bill Clinton.[7]

It
wasn't exciting for re-programmed students who returned home. But that
problem may soon be resolved. Through "service-learning"
and other long-term re-learning projects, today's students can stay
rooted in the new environment -- even if they sleep at home.

This
is where we are headed, dear friends! During this last year, three students
at a top-rated high school committed suicide -- one of the many consequences
of today's emotional confusion. One evening, as desperate parents met
with school officials to seek solutions, a fourth student attempted
suicide at the nearest railroad crossing. He was pulled off the track
seconds before the train thundered down the track.[14]

That
meeting offered no real solutions. But God shows us the way:

Pray.

Prepare
yourself. "Be strong in the Lord and in the power of His might.
Put on the whole Armor
of God...." Eph. 6:10-11

Equip
your children to discern evil and resist compromise. "Do not be
deceived...." 1 Cor. 15:33

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Trust
God, not yourself. "O our God... we have no power against this
great multitude that is coming against us; nor do we know what to do,
but our eyes are upon You." 2 Chron. 20:12

Inform
and warn all who will listen. "I now send you to open their eyes..."
Acts 26:17-18

"Thanks
be to God, who gives us the victory through our Lord Jesus Christ!"
1 Cor. 15:57

Berit
Kjos is a widely respected researcher, writer and conference speaker.
A frequent guest on national radio and television programs, Kjos has been
interviewed on Point of View (Marlin Maddoux), The 700 Club, Bible Answer
Man, Beverly LaHaye Live, Crosstalk and Family Radio Network. She has
also been a guest on "Talk Back Live" (CNN) and other secular
radio and TV networks. Her last two books are A Twist of Faith and
Brave New Schools.Kjos
Ministries

Such
socialization tactics "worked well" in the Soviet Union. Based
on the Marxist/Hegelian dialectic process, they include collective thinking,
manipulative peer pressure, denial of absolutes, shameless "tolerance"
for immorality, and irrational intolerance for contrary views.